What does mental health mean? How can ‘normality’ be defined? Is feeling stressed ‘normal’? What is the relationship between mental health and illness? How can mental wellbeing be enhanced?
Students use a biopsychosocial framework to investigate how biological, psychological and socio-cultural factors interact to contribute to the development of an individual’s mental functioning and mental health. They identify the mechanisms underpinning the range of usual human emotions such as anxiety, stress, anger, sadness and happiness. Students learn to distinguish between normal or universal experiences such as stress, anxiety and moodiness, and chronic conditions such as addiction, depression, anxiety and phobias which fall into the category of mental illness or psychological disorder.
The relationship between stress and mental health is investigated together with the strategies for coping with stress.
Students apply a biopsychosocial framework to the study of simple phobia and a selected mental disorder. They identify protective and risk factors, coping mechanisms and the principles of how treatments work. Students analyse how biological, psychological and socio-cultural factors interact to contribute to the development and treatment of these disorders. As students examine classic and contemporary studies, they evaluate the research methodologies used and consider associated ethical issues.
Outcome 2
On completion of this unit the student should be able to differentiate between mental health and mental illness, and use a biopsychosocial framework to explain the causes and management of stress, simple phobia and a selected mental disorder.
To achieve this outcome the student will draw on key knowledge outlined in Area of Study 2 and related key skills outlined on page 13 and research methodologies on page 28.
Key knowledge
This knowledge includes:
concepts of normality and differentiation of mental health from mental illness
systems of classification of mental conditions and disorders: underlying principles of classification; strengths and limitations of discrete categorical (DSM-IV and ICD-10) and dimensional (graded and transitional) approaches to classification of mental disorders
use of a biopsychosocial framework (the interaction and integration of biological, psychological and social factors) as an approach to considering physical and mental health
application of a biopsychosocial framework to understanding the relationship between stress and physical and mental wellbeing: an overview
physiological and psychological characteristics of responses to stress including fight-flight
response, eustress and distress; strengths and limitations of Selyes’ General Adaptation
Syndrome
psychological determinants of the stress response; strengths and limitations of Richard Lazarus and Susan Folkman’s Transactional Model of Stress and Coping
social, cultural and environmental factors that exacerbate and alleviate the stress response
allostasis (stability through change brought about by the brain’s regulation of the body’s response
to stress) as a model that integrates biological, psychological and social factors that explain an
individual’s response to stress
strategies for coping with stress including biofeedback, meditation/relaxation, physical exercise,
social support
application of a biopsychosocial framework to understanding and managing simple phobia as an
example of an anxiety disorder: an overview
biological contributing factors: role of the stress response; role of the neurotransmitter gamma-
amino butyric acid (GABA) in the management of phobic anxiety
psychological contributing factors: psychodynamic, behavioural and cognitive models; the use
of psychotherapies in treatment including cognitive behavioural therapy (CBT), systematic
desensitisation and flooding
socio-cultural contributing factors: specific environmental triggers such as being bitten by a
dog; parental modelling and transmission of threat information
the interaction between biological, psychological and socio-cultural factors which contribute
to an understanding of the disorder and its management
application of a biopsychosocial framework to understanding ONE of the following types of mental disorder and its management: Mood disorder: major depression
biological contributing factors: role of genes in contributing to the risk of developing major
depression; roles of the neurotransmitters serotonin and noradrenaline in major depression; the
function of antidepressant medication in management
psychological contributing factors: learned helplessness; stress; the use of psychotherapies in
management including cognitive behaviour therapy and psychodynamic psychotherapy
socio-cultural contributing factors: abuse, poverty, social isolation and social stressors as risk
factors; support factors including family and social networks and recovery groups
the interaction between biological, psychological and socio-cultural factors which contribute
to an understanding of the disorder and its management
AREA OF STUDY 2
Mental Health Revision Podcasts
What does mental health mean? How can ‘normality’ be defined? Is feeling stressed ‘normal’? What is the relationship between mental health and illness? How can mental wellbeing be enhanced?
Students use a biopsychosocial framework to investigate how biological, psychological and socio-cultural factors interact to contribute to the development of an individual’s mental functioning and mental health. They identify the mechanisms underpinning the range of usual human emotions such as anxiety, stress, anger, sadness and happiness. Students learn to distinguish between normal or universal experiences such as stress, anxiety and moodiness, and chronic conditions such as addiction, depression, anxiety and phobias which fall into the category of mental illness or psychological disorder.
The relationship between stress and mental health is investigated together with the strategies for coping with stress.
Students apply a biopsychosocial framework to the study of simple phobia and a selected mental disorder. They identify protective and risk factors, coping mechanisms and the principles of how treatments work. Students analyse how biological, psychological and socio-cultural factors interact to contribute to the development and treatment of these disorders. As students examine classic and contemporary studies, they evaluate the research methodologies used and consider associated ethical issues.
Outcome 2
On completion of this unit the student should be able to differentiate between mental health and mental illness, and use a biopsychosocial framework to explain the causes and management of stress, simple phobia and a selected mental disorder.
To achieve this outcome the student will draw on key knowledge outlined in Area of Study 2 and related key skills outlined on page 13 and research methodologies on page 28.
Key knowledge
This knowledge includes:
response, eustress and distress; strengths and limitations of Selyes’ General Adaptation
Syndrome
to stress) as a model that integrates biological, psychological and social factors that explain an
individual’s response to stress
social support
example of an anxiety disorder: an overview
amino butyric acid (GABA) in the management of phobic anxiety
of psychotherapies in treatment including cognitive behavioural therapy (CBT), systematic
desensitisation and flooding
dog; parental modelling and transmission of threat information
to an understanding of the disorder and its management
depression; roles of the neurotransmitters serotonin and noradrenaline in major depression; the
function of antidepressant medication in management
management including cognitive behaviour therapy and psychodynamic psychotherapy
factors; support factors including family and social networks and recovery groups
to an understanding of the disorder and its management